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UNICEF Innocenti's complete catalogue of research and reports
Increasing Women’s Representation in School Leadership: A promising path towards improving learning
SPOTLIGHT

Increasing Women’s Representation in School Leadership: A promising path towards improving learning

Emerging evidence shows a positive association between women school leaders and student performance. Some studies suggest women school leaders are more likely than their male counterparts to adopt effective management practices that may contribute to improved outcomes. However, women remain largely underrepresented in school leadership positions, particularly in low- and middle-income countries. This brief presents emerging insights on the association between women school leaders and education outcomes and draws attention to women’s underrepresentation in school leadership roles. It highlights the need for further research on gender and school leadership to identify policies and practices that can be implemented to increase women’s representation and scale high-quality management practices adopted by women leaders to more schools to improve education outcomes for all children.
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Annual Report 2021
Publication

Annual Report 2021

The UNICEF Innocenti Annual Report 2021 highlights the key results achieved in research and evidence to inform policymaking and programming.
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2017 Results Report
2017 Results Report
Published: 2018 Innocenti Publications

Our latest annual Results Report presents a review of the Office of Research - Innocenti’s top-line results delivered in 2017. It contains an excellent summary of how our research contributes to impact for children. Selected key results are highlighted for all research and capacity-building areas, while ‘deeper dive’ case studies provide in-depth narratives. The report also highlights capacity building, promotion of ethical research, and communications and operations milestones in 2017. Importantly, the report describes the Office of Research’s expanding role as a physical and virtual convening space for dialogue and critical thinking on issues concerning children and adolescents, in support of UNICEF’s new global Strategic Plan.

2016 Results Report
2016 Results Report

AUTHOR(S)
Prerna Banati; Michelle Godwin

Published: 2017 Innocenti Publications

The 2016 UNICEF Innocenti Results Report presents the activities and key results of the Office of Research achieved in 2016. Research continues to influence policy and practice by addressing inequalities in child well-being and expanding the international evidence base in social protection, child poverty, child protection and education. New and emerging areas of research are beginning to address critical gaps for children, including migration and displacement, children in care work and gender inequality. Enhanced reach, improved dissemination platforms and growing influence are creating positive impacts on social policy for children in various countries. Over 140 research products were published in a range of print and electronic media, including peer-reviewed journal articles, contributions to edited volumes, working papers, research reports and resources, digests, briefs, blogs, podcasts and videos.

Annual Review 2002-2003
Annual Review 2002-2003
Published: 2003 Innocenti Publications
This Annual Review provides a brief outline of the UNICEF Innocenti Research Centre's ongoing workin the areas of promoting advocacy and policy dialogue to support the implementation of international standards and the development of child friendly policies and in monitoring the impact of economic and social policies on children's rights. Efforts were focused on analyzing, documenting and disseminating information related to the implementation of international standards for all children, monitoring the impact of economic and social policies on children's rights, advocating the development of child-friendly policies and practices, and enhancing partnerships both within and outside the organization.
Annual Review 2001-2002
Annual Review 2001-2002
Published: 2002 Innocenti Publications
Since its creation in 1988, the UNICEF Innocenti Research Centre (IRC) has made major contributions to socio-economic research highlighting the impact of economic policy on children and to improved understanding of children's rights. IRC contributes cutting-edge research to influence policy-making in favour of the world's poorest and most marginalized children and their famililes; informs policy formulation within UNICEF, strengthens the role of UNICEF as an advocate for children's rights; and supports programme development and capacity-building.
Annual Review 2000-2001
Annual Review 2000-2001
Published: 2001 Innocenti Publications
The 1989 United Nations Convention on the Rights of the Child guides every aspect of the work of the Centre and of UNICEF (the United Nations Children’s Fund) as a whole. The Centre has been the research engine for UNICEF’s shift to a rights-based approach over the last decade, measuring the reality for children against the standards required by the Convention. In 2000, as in previous years, the Centre worked in partnership with UNICEF offices and National Committees, with Governments, non-governmental organizations, universities, researchers and others to share expertise, ideas and experience. And, as always, it maintained its intellectual independence to focus on cutting-edge, action-oriented research.
Annual Review 1999-2000
Annual Review 1999-2000
Published: 2000 Innocenti Publications
Since its establishment in 1988, the UNICEF Innocenti Research Centre has been a catalyst for the development of UNICEF’s leadership role for children in many key areas. Work carried out at the Centre in Florence, drawing on the resources and experience of a large network of experts and UNICEF field offices, has helped to shape the human rights agenda for children. It has also contributed to the intellectual foundation of UNICEF’s advocacy for shifts in economic and social policies in favour of the poorest children and families worldwide.
Cite this publication | No. of pages: 20 | Tags: annual reports, research centres, research programmes, rights of the child | Publisher: Innocenti Research Centre
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JOURNAL ARTICLES BLOGS
Responsible Innovation in Technology for Children: Digital technology, play and child well-being
Publication

Responsible Innovation in Technology for Children: Digital technology, play and child well-being

Digital experiences can have significant negative impact on children, exposing them to risks or failing to nurture them adequately. Nevertheless, digital experiences also potentially yield enormous benefits for children, enabling them to learn, to create, to develop friendships, and to build worlds. While global efforts to deepen our understanding of the prevalence and impact of digital risks of harm are burgeoning – a development that is both welcome and necessary – less attention has been paid to understanding and optimizing the benefits that digital technology can provide in supporting children’s rights and their well-being. Benefits here refer not only to the absence of harm, but also to creating additional positive value. How should we recognize the opportunities and benefits of digital technology for children’s well-being? What is the relationship between the design of digital experiences – in particular, play-centred design – and the well-being of children? What guidance and measures can we use to strengthen the design of digital environments to promote positive outcomes for children? And how can we make sure that children’s insights and needs form the foundation of our work in this space? These questions matter for all those who design and promote digital experiences, to keep children safe and happy, and enable positive development and learning. These questions are particularly relevant as the world shifts its attention to emerging digital technologies and experiences, from artificial intelligence (AI) to the metaverse, and seeks to understand their impact on people and society. To begin to tackle these questions, UNICEF and the LEGO Group initiated the Responsible Innovation in Technology for Children (RITEC) project in partnership with the Young and Resilient Research Centre at Western Sydney University; the CREATE Lab at New York University; the Graduate Center, City University of New York; the University of Sheffield; the Australian Research Council Centre of Excellence for the Digital Child; and the Joan Ganz Cooney Center. The research is funded by the LEGO Foundation. The partnership is an international, multi-stakeholder and cross-sectoral collaboration between organizations that believe the design and development of digital technology should support the rights and well-being of children as a primary objective – and that children should have a prominent voice in making this a reality. This project’s primary objective is to develop, with children from around the world, a framework that maps how the design of children’s digital experiences affects their well-being, and to provide guidance as to how informed design choices can promote positive well-being outcomes.
Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation
Publication

Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation

Support from caregivers is critical for children’s learning both at home and at school. However, the COVID-19 pandemic and disruption of education systems globally created additional expectations for parents to support their children’s learning at home. This particularly affected the most marginalized children as the crises exacerbated already existing inequalities in education. This document introduces the approach and purpose of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. It presents lessons learned from proof-of-concept pilots in Armenia and Uzbekistan, followed by step-by-step guidelines on how to adopt and adapt the resources for education ministries and others who want to implement them in their education system.
Reopening with Resilience: Lessons from Remote Learning during COVID-19: Europe and Central Asia
Publication

Reopening with Resilience: Lessons from Remote Learning during COVID-19: Europe and Central Asia

When schools started closing their doors due to COVID-19, countries in Europe and Central Asia quickly provided alternative learning solutions for children to continue learning. More than 90 per cent of countries offered digital solutions to ensure that education activities could continue. However, lack of access to digital devices and a reliable internet connection excluded a significant amount of already marginalized children and threatened to widen the existing learning disparities. This report builds on existing evidence highlighting key lessons learned during the pandemic to promote learning for all during school closure and provides actionable policy recommendations on how to bridge the digital divide and build resilient education systems in Europe and Central Asia.

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